Overview In this session, we will refresh our understanding of the "TPACK" model and how it can grow capacity targeted at planning, implementing, and assessing of digital learning activities.
Learning Outcomes
After this session, participants will be able to:
Reflect and articulate the value and challenges of effective learning experiences supported by TPACK and reflecting on what the TPACK model will look like in your school/district
I. TPACK 2.0 | Refreshing our TPACK Lens
TPACK goes beyond looking at each of these areas (Technology, Pedagogy and Content Knowledge), in isolation, rather it tries to explore the complex relationships between each of these types of knowledge. Most importantly, it encourages educators to explore and understand these relationships. If an educator has a grasp or understanding of these relationships, it is more likely to lead to effective and purposeful technology integration.
We can all agree that these concepts are nothing new, but the conversations exploring the relationships between these three areas are essential.
TPACK.orgCopyright TPACK and Matthew J. Koehler. All Rights Reserved. References | Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A frameRemove Rowwork for teacher knowledge.Teachers College Record, 108(6), 1017-1054. doi:10.1111/j.1467-9620.2006.00684.x
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. Image Copyright | TPACK Model Copyright permission granted by Dr. Punya Mishra
In this session, we will refresh our understanding of the "TPACK" model and how it can grow capacity targeted at planning, implementing, and assessing of digital learning activities.
Learning Outcomes
After this session, participants will be able to:I. TPACK 2.0 | Refreshing our TPACK Lens
TPACK goes beyond looking at each of these areas (Technology, Pedagogy and Content Knowledge), in isolation, rather it tries to explore the complex relationships between each of these types of knowledge. Most importantly, it encourages educators to explore and understand these relationships. If an educator has a grasp or understanding of these relationships, it is more likely to lead to effective and purposeful technology integration.We can all agree that these concepts are nothing new, but the conversations exploring the relationships between these
three areas are essential.
TPACK Assessment ThingLink
An example of TPACK in action.
After reviewing each of the TPACK components in the Thinglink above, take a moment to respond to each of the REFLECTION QUESTIONS.
(Once completed, you may review additional responses below:)
II. Reflection
Additional Resources |
What does the 4Cs Look Like in the Classroom? Video courtesy of EdutopiaTPACK.org Copyright TPACK and Matthew J. Koehler. All Rights Reserved.
References |
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A frameRemove Rowwork for teacher knowledge.Teachers College Record, 108(6), 1017-1054. doi:10.1111/j.1467-9620.2006.00684.x
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Image Copyright |
TPACK Model Copyright permission granted by Dr. Punya Mishra